Reconciliation and Early Childhood Education for Sustainability : Broadening the Environmental Paradigm
Miller, Melinda G. (2015) Reconciliation and Early Childhood Education for Sustainability : Broadening the Environmental Paradigm. In Davis, Julie M. (Ed.) Young Children and Environment : Early Education for Sustainability [2nd ed.]. Cambridge University Press, Port Melbourne, Victoria, pp. 124-144.
The uptake of sustainability initiatives in early childhood education curricula continues to gain momentum in Australia and internationally. Growing awareness about the fragility of natural environments in local and global contexts, along with prioritising sustainability in educational policy, has resulted in more broad-scale responses to sustainability in early years settings. To address issues of sustainability, many childcare centres and schools focus on environmental initiatives such as garden projects, recycling and water conservation. While important, such initiatives respond to just one dimension of sustainability. With expanding focus on sustainability initiatives in early childhood education, it is timely to consider why the environmental dimension receives the most attention and what this means for social, political and economic areas of concern.
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|Item Type:||Book Chapter|
|Keywords:||Reconciliation, Early Childhood Education, Sustainability, Indigenous perspectives|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2015 Cambridge University Press|
|Deposited On:||05 Jan 2015 00:00|
|Last Modified:||17 Dec 2015 22:40|
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